The effect of mindfulness-based programs on coping with test anxiety: A systematic review <p>Sınav kaygısıyla başa çıkmada bilinçli farkındalık temelli programların etkiliği: Sistematik bir derleme

Abstract

The research is a systematic review and the purpose of the research is; is the evaluation of experimental and mixed studies designed to examine the effectiveness of mindfulness-based programs applied to coping with test anxiety. In this context, English and Turkish articles and theses published in YOK TEZ, ULAKBIM, Google Academic and EBSCOhost databases between 2000 (January) and 2018 (April) have been systematically screened. In the study, mindfulness based interventions for test anxiety, mindfulness based stress reduction and test anxiety, mindfulness based anxiety management, mindfulness based cognitive therapy for test anxiety, and mindfulness based theraphy for test anxiety were used as keywords. Research that does not meet the criteria is excluded from the study; the 14 articles that met the criteria were examined and evaluated in terms of sample groups, purposes, countries where they were used, techniques used, measurement methods and findings. Findings have shown that investigations are usually carried out on the university students and that mindfulness-based programs are effective in reducing the anxiety of individuals experiencing test anxiety on different sample groups.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetAraştırma sistematik bir derleme olup araştırmanın amacı; sınav kaygısıyla başa çıkmada uygulanan bilinçli farkındalık temelli programların etkililiğini incelemek amacıyla yapılmış deneysel ve karma çalışmaların değerlendirilmesidir. Bu kapsamda YÖK TEZ, ULAKBİM, Google Akademik ve EBSCOhost veri tabanlarında 2000 (Ocak) -2018 (Nisan) yılları arasında yayımlanan İngilizce ve Türkçe makaleler ve tezler sistematik olarak taranmıştır. Taramada sınav kaygısı için bilinçli farkındalık temelli müdaheleler, stress azaltma temelli bilinçli farkındalık ve sınav kaygısı, bilinçli farkındalık temelli sınav kaygısı yönetimi, sınav kaygısına yönelik bilinçli farkındalık temelli bilişsel terapi, sınav kaygısına yönelik bilinçli farkındalık temelli terapi anahtar kelimeler olarak kullanılmıştır. Ölçütleri karşılamayan araştırmalar çalışma dışında tutulurken; ölçütleri karşılayan 14 makale bu çalışmada örneklem grupları, amaçları, yapıldığı ülkeler, kullanılan teknikler, ölçme yöntemleri ve bulgular açısından incelenmiş ve değerlendirilmiştir. Elde edilen bulgular, araştırmaların genellikle üniversite öğrencileri çalışma grubu üzerinde yürütüldüğünü ve bilinçli farkındalık temelli programlarının farklı örneklem grupları üzerinde sınav kaygısı yaşayan bireylerin kaygısını azaltmada etkili olduğunu göstermiştir.

Ergenleri̇n Sosyal Medya Bozukluğunun Yordayicilari Olarak Bi̇li̇nçli̇ Farkindalik Ve Psi̇koloji̇k İhti̇yaçlarin Doyumu

“…Due to its nature which stems from the meditation studies in Eastern culture, mindfulness is that the individual connects with the experienced moment by directing his/her attention and conscious in a deep, acquiescent and non-judgmental way towards the experiences lived in the moment which can be understood completely solely by experiencing it (Brown & Ryan, 2003;Chambers et al, 2009;İkiz & Uygur, 2019;Kabat-Zinn, 2003) so that, mindfulness can be conceptualized as a characterization as well (Garland, 2013). Several studies carried out with children and adolescents reveal that the correlation between mindfulness and wellbeing as well as life satisfaction is high (Brown, West, Loverich, & Biegel, 2011;İkiz & Uygur, 2019) and that the correlation between mindfulness and psychological problems such as depressive emotional state, anger and addiction is low (Black, Sussman, Johnson & Milam, 2012;Brown et al, 2011;Calvete, Sampedro, & Orue, 2014). Also, it is reported that mindfulness in adolescents is negatively correlated on a high level with individual's having problem in controlling their behavior (Güldal, 2019).…”

“…well-being and life satisfaction (Brown, West, Loverich, & Biegel, 2011;İkiz & Uygur, 2019) and a low correlation with psychological problems such as depressive mood, anger and addiction (Black, Sussman, Johnson, & Milam, 2012;Brown et al, 2011;Calvete, Sampedro, & Orue, 2014). Through social media adolescents engage in a variety of social activities, such as self-disclosure and interaction with others.…”

Reducing Test Anxiety During the COVID-19 Pandemic: A Comparison of the Effectiveness of Cognitive Behavioral Therapy and Acceptance and Commitment Therapy

“…In addition, in an ACT intervention study on math anxiety, participant’s anxiety about math lesson significantly decreased (Zettle, 2003). In addition, a mindfulness-based intervention program, which is one of the ACT techniques, was reported to have reduced test anxiety (İkiz & Uygur, 2019). Moreover, in a recent study (using 11 students in each condition) carried out before the pandemic (Yapan et al, 2021), both CBT and ACT interventions were effective at reducing test anxiety in 12 th grade Turkish students compared to a control group, and the therapeutic effects of these interventions were also maintained one and 3 months’ post-intervention.…”